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A pedagogy for mathematical microworlds

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Abstract

In this paper we attempt to map out some relationships between pedagogy and student behaviour in a mathematical microworld. We illustrate our analysis by a series of episodes which occurred in a Logo-based microworld constructed around the notions of ratio and proportion. We explore the patterns of pedagogy associated with on and off-computer activities and suggest how the teacher has significant roles in both settings; particularly in helping pupils to bridge the discursive disjuncture between the practices of Logo- and schoolmathematics.

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Authors and Affiliations

  1. Department of Mathematics, Statistics & Computing Institute of Education, University of London, 20 Bedford Way, WC1H 0AL, London, UK

    Celia Hoyles & Richard Noss

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  1. Celia Hoyles
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  2. Richard Noss
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Hoyles, C., Noss, R. A pedagogy for mathematical microworlds. Educ Stud Math 23, 31–57 (1992). https://doi.org/10.1007/BF00302313

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